Question

What type of challenges Akriti is facing?

• A. Visually impaired
• B. Hearing and speech impaired
• C. Physical disability
• D. Learning disability
• A. Because she is not interested in studies.
• B. Because her teacher is not supportive
• C. Because other students hesitate to interact with her.
• D. Due to lack of physical fitness.
• A. Segregation
• B. Integration
• C. Exclusion
• D. Adaptation
• A. Using loud verbal instructions
• B. Using sign language or gestures
• C. Ignoring her needs
• D. Focusing only on written communication
• A. By providing training in comfortable and emotionally secure environment.
• B. By excluding her from activities
• C. By providing separate programs
• D. By focusing only on individual activities

Answer 1

The Correct Option is B

Step 1: Extracting Clinical Details from the Case Text:
The text explicitly states that 17-year-old Akriti “is deaf and mute by birth” and that she “communicates through lip movements and gestures”.

Step 2: Matching with Sensory Classifications:

• Being “deaf” refers to a severe or total hearing impairment.
• Being “mute” refers to a severe speech impairment, often stemming from congenital deafness.

Step 3: Evaluating Options:
This specific combination directly matches option (B), Hearing and speech impaired.

Answer 2

Step 1: Reviewing the Social Context of the Text:
According to the case text, Akriti has only one friend in class (Raghav). It explicitly notes that “the other students in the class hesitate to talk and play with her” and will not include her in team activities.

Step 2: Identifying the Cause of Isolation:
Her isolation is not caused by a lack of interest in school (A), an unsupportive teacher (B), or poor physical fitness (D). It is a direct result of the social barriers and hesitation from her classmates.

Step 3: Conclusion:
This maps perfectly to option (C).

Answer 3

Step 1: Understanding Inclusive Physical Education:
The primary objective of inclusive physical education is to make sports accessible to children of all ability levels within the same environment.

Step 2: Finding the Operational Tool for Inclusion:
To achieve true inclusion, standard sports activities must be adjusted to meet individual functional limits. This process of modifying equipment, rules, and teaching methods is called Adaptation.

Step 3: Eliminating Wrong Options:
Segregation (A) and Exclusion (C) separate students, which is the exact opposite of inclusion. While Integration (B) places students together, Adaptation (D) is the active principle that ensures every student can meaningfully participate.

Answer 4

Step 1: Analyzing the Communication Barrier:
Akriti is congenitally deaf and mute, meaning she cannot hear spoken words, even if delivered loudly (A). The text notes that she communicates using lip movements and gestures.

Step 2: Evaluating Accessible Communication Methods:

• Shouting (A) does not work for someone with severe hearing loss.
• Relying only on written text (D) is too slow for fast-paced sports activities.
• Using sign language or visual gestures (B) provides immediate, clear instructions on the playing field.

Step 3: Conclusion:
Therefore, option (B) is the most effective and practical choice.

Answer 5

Step 1: Identifying the Goal of Inclusive Design:
Making sports inclusive requires addressing both physical accessibility and the social-emotional environment, ensuring students feel safe and welcome.

Step 2: Evaluating the Options:
Excluding her (B) or putting her in separate programs (C) goes against the principles of inclusion. Restricting her to individual tasks (D) limits her social development. Providing a comfortable and emotionally secure environment (A) helps lower her anxiety, addresses her communication needs, and encourages positive interactions with peers.

Step 3: Conclusion:
Therefore, option (A) is the correct approach.